Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K-12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using programming to enhance K-12 students' CT skills and explore the influence of various programming instructional design factors on the acquisition of CT skills. This study presents a quantitative meta-analysis. A systematic search of randomized controlled studies on the influence of programming on CT skills. A total of 86 empirical studies with 114 effect sizes met the study selection criterion. The results showed that programming improved K-12 students' CT skills in general (Hedges' g = 0.601, 95% CI [0.505, 0.697], p < 0.001). No publication bias was detected. Besides, we found that the interdisciplinary integration of programming, the duration of programming intervention within 1 week to 1 month, the class size of less than 50 students, and a reasonable selection of programming instruments and CT assessment types may be more conducive to promoting students' CT skills. Based on these findings, we suggest that programming instructional design should be planned reasonably to make the best use of technology towards developing students' CT skills. This will be of great significance to programming teaching and CT education in K-12.

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哪种设计编程活动方式更能有效提升K-12学生的计算思维能力？荟萃分析

在编程活动中促进计算思维（CT）技能的培养已经成为K-12课程中的一个关键问题，但如何设计编程活动以更有效地促进CT技能的获得并没有统一的结论。本研究的目的是确定使用编程来提高 K-12 学生 CT 技能的有效性，并探讨各种编程教学设计因素对 CT 技能习得的影响。本研究提供了定量的荟萃分析。对编程对 CT 技能影响的随机对照研究的系统搜索。共有 86 项具有 114 个效应量的实证研究符合研究选择标准。结果表明，编程总体上提高了 K-12 学生的 CT 技能（Hedges' = 0.601, 95% CI [0.505, 0.697], p  < 0.001)。未检测到发表偏倚。此外，我们发现编程的跨学科融合、1周至1个月的编程干预持续时间、50人以下的班级规模、合理选择编程工具和CT评估类型可能更有利于促进学生的学习。 ' CT技能。基于这些发现，我们建议应合理规划编程教学设计，以充分利用技术来培养学生的 CT 技能。这对K-12的编程教学和CT教育具有重要意义。